Appendix B: Leadership Styles Survey
Leading a Team to Prepare for Distributed Leadership
(1 of 3) LEADERSHIP STYLES SURVEY
Directions: The following questionnaire contains statements about leadership styles. Respond to each question based on the way you approach leadership in your school, district, or department.
Next to each statement, circle the number that represents how strongly you feel about the statement by using the following scoring system:
1 - Almost Never True
2 - Seldom True
3 - Occasionally True
4 - Frequently True
5 - Almost Always True
Be honest about your choices. There are no right or wrong answers. This is only for your own self-assessment.
1. I retain the final decision-making authority within my group.
2. I try to include one or more staff members to determine what to do and how to do it.
However, I maintain the final decision- making authority.
3. I prefer to have decisions made in my area by group consensus.
Almost
Never
Seldom Occasionally Frequently Almost
Always
1 2 3 4 5
1 2
1 2
3
3
4 5
4 5
1 2 3 4 5 4. I do not consider suggestions made by my employees, as I do not have the time for them.
5. I ask for staff members’ ideas and input on upcoming plans and projects.
6. Big decisions in my school or district should have the approval of the majority of staff members.
1 2
1 2
3
3
4 5
4 5
Continued next page
Page 67 of 78
© 2007 Board of Regents of the University System of Georgia (developed by its GLISI, Georgia’s Leadership Institute for School Improvement). All rights reserved. Not to be used or reproduced without written permission. Updated 05/2008.

Appendix B: Leadership Styles Survey
Leading a Team to Prepare for Distributed Leadership
(2 of 3) LEADERSHIP STYLES SURVEY
7. I tell my staff what to do, how to do it, and when I want it done.
8. When things go wrong and I need to create a strategy to keep a project or process running on schedule, I call a meeting to get my staff's advice.
9. To get information out, I send it by e-mail, memos, or voice mail; very rarely is a meeting called. My staff members are then expected to act upon the information.
10. When someone makes a mistake, I tell him or her not to ever do that again and make a note of it.
11. I want to create an environment where staff members take ownership of the project. I allow them to participate in the decision making process.
12. I allow my staff to determine what needs to be done and how to do it.
13. New-hires are not allowed to make any decisions unless it is approved by me first.
14. I ask staff members for their vision for their jobs and then use their vision where appropriate.
15. My staff knows more about their jobs than me, so I allow them to carry out the decisions to do their job.
16. When something goes wrong, I tell my staff that a procedure is not working correctly and I establish a new one.
17. I allow my staff to set priorities with my guidance.
Almost
Never
Seldom Occasionally Frequently Almost
Always
1 2 3 4 5
1 2
1 2
1 2
1 2
1 2
1 2
1 2
1 2
1 2
1 2
3
3
3
3
3
3
3
3
3
3
4 5
4 5
4 5
4 5
4 5
4 5
4 5
4 5
4 5
4 5
Continued next page
Page 68 of 78
© 2007 Board of Regents of the University System of Georgia (developed by its GLISI, Georgia’s Leadership Institute for School Improvement). All rights reserved. Not to be used or reproduced without written permission. Updated 05/2008.

Appendix B: Leadership Styles Survey
Leading a Team to Prepare for Distributed Leadership
(3 of 3) LEADERSHIP STYLES SURVEY
18. I entrust tasks to other group members.
19. I closely monitor my staff to ensure they are performing correctly.
20. When there are differences in role expectations, I work with my staff members to resolve the differences.
21. Each individual is responsible for defining his or her job.
22. I like the power that my leadership position holds over subordinates.
23. I like to use my leadership power to help subordinates grow.
24. I allow other group members to share my leadership power.
25. Staff members need clear rewards and punishments in order to complete tasks and meet goals.
26. Staff members will exercise self-direction if they are committed to the objectives.
27. Staff members should establish their own goals and objectives.
28. Staff members are motivated by a need for security.
29. People on my staff know how to use creativity and ingenuity to solve problems in our district or school.
30. My staff can lead themselves just as well as I can.
Almost
Never
Seldom Occasionally Frequently Almost
Always
1 2 3 4 5
1 2 3 4 5
1 2
1 2
1 2
1 2
1 2
1 2
1 2
1 2
1 2
1 2
1 2
3
3
3
3
3
3
3
3
3
3
3
4 5
4 5
4 5
4 5
4 5
4 5
4 5
4 5
4 5
4 5
4 5
Page 69 of 78
© 2007 Board of Regents of the University System of Georgia (developed by its GLISI, Georgia’s Leadership Institute for School Improvement). All rights reserved. Not to be used or reproduced without written permission. Updated 05/2008.

Appendix B: Leadership Styles Survey
Leading a Team to Prepare for Distributed Leadership
LEADERSHIP STYLES - SCORING GUIDE
In the blank boxes below, mark the score of each item on the questionnaire. For example, if you scored item one with a ‘3’ (Occasionally), then enter a ‘3’ next to Item 1.
When you have entered all the scores for each question, total each of the three Score columns.
Item Score Item Score Item Score
1 2 3
4 5 6
7 8 9
10 11 12
13 14 15
16 17 18
19 20 21
22 23 24
25 26 27
28 29 30
TOTAL
Æ
TOTAL
Æ
TOTAL
Æ
Authoritarian
Style
Participative
Style
Delegative
Style
(autocratic) (democratic) (free reign)
Highest Score: ________ (Primary Leadership Style)
Second-highest Score: ________ (Secondary Leadership Style)
Lowest Score: ________
Page 70 of 78
© 2007 Board of Regents of the University System of Georgia (developed by its GLISI, Georgia’s Leadership Institute for School Improvement). All rights reserved. Not to be used or reproduced without written permission. Updated 05/2008.

Appendix B: Leadership Styles Survey
Leading a Team to Prepare for Distributed Leadership
LEADERSHIP STYLES - INTERPRETATION GUIDE (1 of 4)
•
The purpose of this survey is to help you identify your Primary leadership style.
However, keep in mind that most of us use all three styles at different times, depending on the situation.
•
The highest score possible for any style is 50 (Almost Always), while the lowest score possible for any style is 10 (Almost Never).
•
Your the style you use most often, and is therefore the one you seem to prefer. If your highest score is 40 or more, it is a strong indicator that this is your normal style.
•
Your lowest score is 20 or less, you rarely operate out of this mode.
•
Two scores that are close (less than seven points apart) implies that you use these two styles almost equally.
•
If there is only a small difference between all three scores indicates that you have no clear perception of the mode you operate out of, or you are a new leader and are trying to discover the best style for yourself.
•
Review the information that follows to learn more about your primary style.
Page 71 of 78
© 2007 Board of Regents of the University System of Georgia (developed by its GLISI, Georgia’s Leadership Institute for School Improvement). All rights reserved. Not to be used or reproduced without written permission. Updated 05/2008.

Appendix B: Leadership Styles Survey
Leading a Team to Prepare for Distributed Leadership
LEADERSHIP STYLES - INTERPRETATION GUIDE
AUTHORITARIAN STYLE
(2 of 4)
Description
The autocratic leadership style is the classical management approach. Authoritarian leaders provide clear expectations for what needs to be done, when it should be done, and how it should be done.
There is also a clear division between the leader and the followers. Authoritarian leaders tend to make decisions independently with little or no input from the rest of the group.
Authoritarian leadership is best applied to situations where there is little time for group decisionmaking or where the leader is the most knowledgeable member of the group.
Overuse of an Authoritarian style can be construed as bossy and controlling. Worst-case examples of this style can be seen when leaders utilize bullying techniques such as yelling, abusing power, or demeaning group members.
Implications for Distributed Leadership
•
An Authoritarian style is best used with inexperienced people or when the decision-making time frame is extremely short.
•
When working with seasoned professionals, the effective Authoritarian leader will modify his or her approach to one that provides limited direction while allowing experienced individuals to utilize their own vast expertise and knowledge.
Evidence of a successful Authoritarian leader in a Distributed Leadership Environment
•
Leader and Design Team are able to describe how their personal beliefs and expectations are expressed in their vision for the school/district; and how staff members provide input for decisions.
•
Leader is able to describe staff interests, strengths, and weaknesses.
•
Leader maintains a posture of providing support at the appropriate level to each individual, depending on the person’s prior experience and task maturity level.
•
Leader exhibits flexibility by using an Authoritarian style with inexperienced individuals, while giving experienced subordinates the latitude they need to operate more independently and use their own resources.
•
Teachers/staff members can explain the value of professional growth and how it will impact student learning.
•
Parent/teacher organization meetings are regularly scheduled.
Page 72 of 78
© 2007 Board of Regents of the University System of Georgia (developed by its GLISI, Georgia’s Leadership Institute for School Improvement). All rights reserved. Not to be used or reproduced without written permission. Updated 05/2008.

Appendix B: Leadership Styles Survey
Leading a Team to Prepare for Distributed Leadership
LEADERSHIP STYLES - INTERPRETATION GUIDE (3 of 4)
PARTICIPATIVE STYLE
Description
Participative leaders offer guidance to group members, but they also participate in the group and allow input from other group members.
Participative leaders accept input from one or more group members when making decisions and solving problems, but the leader retains the final say when choices are made. Group members tend to be encouraged and motivated by this style of leadership.
This style of leadership often leads to more effective and accurate decisions, since no leader can be an expert in all areas. Input from group members with specialized knowledge and expertise creates a more complete basis for decision-making.
Implications for Distributed Leadership
•
This style is most easily compatible with Distributed Leadership. However, a successful leader is not necessarily always collaborative. According to Spillane (2006, p.23), Distributed
Leadership allows for leadership that is less collaborative, depending on the situation. For example, studying a topic may be handled by only one person, while developing a teaching strategy may call for a back-and-forth process that will yield a more synergistic solution.
Evidence of a successful Participative leader in a Distributed Leadership Environment
•
Leader/Teachers/Staff are involved in developing/revising the vision for the district.
•
Teachers/staff members can describe the different leadership opportunities available.
•
Leader is able to describe staff interests, strengths, and weaknesses.
•
Teachers/staff members participate in decision-making to select professional growth opportunities.
•
Parents, teachers, community members and principal participate in the school or district council.
Page 73 of 78
© 2007 Board of Regents of the University System of Georgia (developed by its GLISI, Georgia’s Leadership Institute for School Improvement). All rights reserved. Not to be used or reproduced without written permission. Updated 05/2008.

Appendix B: Leadership Styles Survey
Leading a Team to Prepare for Distributed Leadership
LEADERSHIP STYLES - INTERPRETATION GUIDE (4 of 4)
DELEGATIVE STYLE
Description
This style is appropriate for leaders whose followers are ready to accomplish a particular task and are both competent and motivated to take full responsibility.
Delegative leaders leave decision-making up to group members and usually offer little or no guidance. This style is best used in situations where the leader needs to rely on qualified employees. The leader cannot be an expert in all situations, which is why it is important to delegate some tasks to knowledgeable and trustworthy employees.
While this style can be effective in situations where group members are highly qualified in an area of expertise, it can lead to poorly defined roles, and can undermine self-confidence and damage morale when used with employees who are novices and lack experience.
Implications for Distributed Leadership
•
A Delegative style is most effective when working with highly experienced people who understand and buy in to the direction and vision of the organization. In short, anyone for whom this style is used should already be on the path to Distributed Leadership.
•
Spillane (2006, p.13) explains that Distributed Leadership is not simply Delegative leadership.
People in various areas of a school or system may take on leadership responsibilities on their own. An effective leader acknowledges and incorporates input from all of the individuals who become involved in leadership practice – whether or not leadership has been formally delegated to them.
Evidence of a successful Delegative leader in a Distributed Leadership environment
•
A coalition of Leaders/Teachers/Staff/Parents/Community is responsible for developing/revising the vision for the district.
•
Leader is able to describe staff interests, strengths, and weaknesses.
•
Teachers can explain their leadership roles and how their leadership growth has directly impacted student achievement.
•
Parents, teachers, community, and students can articulate how they are involved in the school/district.
•
Teachers/staff members establish their own goals to improve professionally and participate in the selection of professional growth opportunities.
Page 74 of 78
© 2007 Board of Regents of the University System of Georgia (developed by its GLISI, Georgia’s Leadership Institute for School Improvement). All rights reserved. Not to be used or reproduced without written permission. Updated 05/2008.